National University




General Course Information for SPD608: Exceptionalities

Course: SPD608 - Exceptionalities
Textbook: For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com

Course Description:

An examination of four major types of learners: students with disabilities, English learners, students with gifts and talents, and students at risk. Explores how these groups of learners can best be served in general education using effective instructional strategies, including accommodations, modifications, and differentiated instruction.

Course Learning Outcomes:
  • Integrate and apply comprehensive knowledge of atypical development associated with various disabilities and risk factors e.g. visual impairment, autism spectrum disorders, cerebral palsy, etc., resilience and protective factors e.g. attachment, temperament and their implications for learning, including access to visual communication and visual language. Candidates describe the different exceptionalities served in public schools.
  • Integrate and apply skills needed to ensure that the intervention/instructional environment is appropriate to each student's specific chronological age, developmental differences, disability and other special needs
  • Describe the different service delivery models for students with exceptionalities and give the advantages and disadvantages of each.
  • Integrate and apply ability to develop and implement strategies and best practices (which are appropriate for students with diverse strengths and needs) to include (a) differentiated lessons, (b) instructional sequences.
  • Integrate and apply an understanding and acceptance of differences.
  • Describe the role of school personnel in inclusion, including both general and special education teachers.
  • Integrate and apply the ability to communicate and collaborate effectively to a wide variety of people, including but not limited to individuals with disabilities and other special needs, their families and / or primary care givers, general and special education teachers, related service personnel and administrators, members of trans-disciplinary teams, and other professionals.
  • Candidates describe effective methods of collaborating and consulting with parents and other school personnel in the school setting.
Specified Program Learning Outcomes:
  • Analyze diversity issues in education to support equity in educational contexts and learning practices.
  • Analyze the application of educational research, evidence-based practices, and academic writing.
  • apply appropriate developmental milestone goals and advocacy skills for individuals from infancy to adulthood meeting the communication and academic needs of d/Deaf learners during key transitional stages.
  • apply collaboration skills working with the multi-disciplinary educational team, including families and other stakeholders, to interpret assessment tools and implementing developmentally appropriate dual language (i.e. expressive and receptive), cognitive, and social goals for children from birth to age five.
  • apply effective collaboration skills working with and through diverse families, support providers (i.e. ASL-English bilingual specialist, audiologists, interpreters, paraprofessionals, and speech language pathologist), general education professionals, community agencies, and the d/Deaf communities.
  • Apply knowledge of typical and atypical development and characteristics of students with disabilities, including students with mild moderate disabilities and diverse learners.
  • Apply knowledge of typical and atypical development and characteristics of students with disabilities, including students with mild/moderate disabilities and diverse learners.
  • Apply professional, legal and ethical practices for instructing students with disabilities.
  • Apply skill in the assessment of students with disabilities, including students with Moderate/Severe disabilities.
  • Apply the ability to develop, implement and evaluate evidence-based curriculum and instruction that includes assistive technology that provides access to the core standards for students with mild moderate disabilities and diverse learners, including students with autism spectrum disorder
  • Apply the knowledge and ability to support the movement, mobility, sensory and specialized health care needs required for students to access classrooms, schools and the community to the fullest extent of their ability.
  • apply the knowledge and ability to support the movement, mobility, sensory and specialized health care needs required for students to access classrooms, schools and the community to the fullest extent of their ability. (M/S 5)
  • Apply the knowledge and skills needed to participate effectively in a school wide behavior support process and to provide behavioral, social, and environmental supports as well as create healthy learning environments for the safety and learning of students with mild/moderate disabilities and diverse learners.
  • Apply the knowledge and skills needed to provide behavioral, social and environmental supports, including the ability to design and implement positive behavioral support plans as well as create healthy learning environments for the safety and learning of students with disabilities (EDSP 12 & 14; M/S 4).
  • Apply the knowledge and skills needed to provide behavioral, social and environmental supports, including the ability to design and implement positive behavioral support plans as well as create healthy learning environments for the safety and learning of students with disabilities.
  • Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences.
  • Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences. (EDSP 10 & 3).
  • Apply the knowledge and skills needed to teach English learners and students from diverse backgrounds and experiences.
  • Apply the knowledge and skills to assess their student's communication abilities, and develop with IEP team members, including family, needed augmentative and alternative systems, to allow students with Moderate/Severe disabilities to demonstrate academic knowledge, as well as to develop social interaction skills and facilitate social relationships.
  • Apply the knowledge and skills to assess their student's communication abilities, and develop with IEP team members, including family, needed augmentative and alternative systems, to allow students with Moderate/Severe disabilities to demonstrate academic knowledge, as well as to develop social interaction skills and facilitate social relationships. (M/S 2 & 6)
  • Apply the knowledge and skills to develop and implement effective curriculum and instruction for students with disabilities, including using educational and assistive technology.
  • Apply the knowledge and skills to successfully teach reading and language arts to students with disabilities.
  • Apply the knowledge and skills to successfully teach reading and language arts to students with disabilities. (EDSP 9).
  • Apply the use of a variety of standardized and non-standardized assessment techniques and communicate results to all stakeholders in order to make appropriate educational decisions for students with mild/moderate disabilities and diverse learners.
  • Apply theoretical foundations of education to examine personal, societal, and organizational practices.
  • Apply understanding and practice of professional, legal, and ethical practices for instructing students with mild/moderate disabilities and diverse learners.
  • Assess students using a variety of standardized and non-standardized assessments in order to make appropriate educational decisions for students with disabilities
  • Candidates demonstrate an understanding of effective leadership by advocating for exceptional individuals, including those with diverse needs and by collaborating within the learning community to advance professional practice.
  • Candidates demonstrate competence in the application of research methods including critiquing and synthesizing current, evidence-based education literature.
  • Candidates demonstrate knowledge of typical and atypical development and characteristics of students with disabilities and other special needs.
  • Candidates integrate best practices, apply learning theories, methodologies, technology tools, and assessments across content areas to manage, monitor, and engage student learning. NVTL: B. V, VIII
  • Candidates integrate fairness, equity, and access in designing the environment, teaching, and learning strategies to meet diverse student learning
  • Communicate effective case management and collaborative practices with parents, professionals, and other stake holders, in order to facilitate access to the core curriculum for students with disabilities.
  • Critique research and synthesize learning theories as they relate to cognitive, language, and social development of ASL-English learners as well as those with special needs throughout their lifespan.
  • Demonstrate an understanding of federal and state laws, legislation and judicial decisions regarding exceptional individuals.
  • Demonstrate appropriate standards of conduct; practice within legal and ethical parameters.
  • Demonstrate competence in instructional design including adaptations required to assist diverse special education learners achieve the state standards for curriculum.
  • Demonstrate competence in positive behavioral support.
  • Demonstrate competence in the application of research methods including critiquing and synthesizing current educational literature.
  • Demonstrate expertise in use of adaptive and augmentative technology.
  • Demonstrate the knowledge, skills and dispositions to actively and creatively engage and support all students in learning.
  • Develop skills to become a change agent and advocate for exceptional individuals, including diverse learners.
  • Engage in multiple field experiences in a broad range of service delivery options for students with disabilities.
  • Engage in multiple field experiences in a broad range of service delivery options for students with disabilities. (EDSP 15)
  • Evaluate the application of educational research, evidence-based practices and academic writing, a focus on secondary education matters.
  • identify differences between the etiologies and learning characteristics of students who are DHH and those who are DHH with special needs.
  • Identify, evaluate and reflect on a broad range of service delivery options for students with mild/moderate disabilities and diverse learners through participation in multiple field experiences.
  • implement and evaluate differentiated instructional pedagogies addressing state content standards and core curriculum in a culturally relevant manner.
  • implement appropriate classroom management with cultural sensitivity so that behavior challenges diminish and more positive attitudes toward school are developed.
  • implement developmentally appropriate strategies supporting first and second language acquisition as well as cognitive development engaging each student in the learning process.
  • Integrate foundational theory and skills to make subject matter comprehensible to all learners.
  • Integrate knowledge and abilities in assessing all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in being a legal, ethical, and professional educator for all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in creating/maintaining effective learning environments for all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in creating/maintaining effective learning environments for all P12 learners,including those with diverse learning needs.
  • Integrate knowledge and abilities in designing and implementing developmentally appropriate and challenging learning experiences that respect cognitive, linguistic, social, emotional, and physical differences.
  • Integrate knowledge and abilities in designing and using multiple methods of assessment that learners use to monitor their own growth and decision-making as well as guide the teacher in instructional planning.
  • Integrate knowledge and abilities in designing and using multiple methods of assessment that learners use to monitor their own growth and decision-making as well as guide the teacher is instructional planning
  • Integrate knowledge and abilities in designing and using multiple methods of assessment that learners use to monitor their own growth and decision-making as well as guide the teacher is instructional planning.
  • Integrate knowledge and abilities in designing/planning learning experiences for all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in engaging/supporting all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in establishing and maintaining inclusive learning environments enabling all learners to meet high standards while recognizing individual and cultural differences.
  • Integrate knowledge and abilities in making subject matter comprehensible for all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in ongoing professional learning by using evidence to evaluate the influences of professional practices, choices, and actions on learners, families, other professionals, and the community.
  • Integrate knowledge and abilities in using a variety of instructional strategies to encourage learners to develop deep understanding of content areas and build skills to apply knowledge in meaningful ways.
  • Integrate knowledge of learners and the community context in planning instruction that supports every student in meeting rigorous learning goals of content areas.
  • Integrate professional, legal, and ethical practices when instructing students with disabilities.
  • Seek appropriate leadership roles and opportunities by collaborating with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and advancement in the profession.
  • Strive to become a continuous learner, a scholar, a collaborative community service member and a responsible citizen.
  • Teach students who are diverse learners including those who are English language learners.
  • Use appropriate developmental milestone goals and advocacy skills for individuals, from infancy to adulthood, to meet the communication and academic needs of d/Deaf learners during key transitional stages.

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:

URL: http://www.nu.edu/library.

Contact the Library:

  • RefDesk@nu.edu
  • (858) 541-7900 (direct line)
  • 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

  • Recorded class presentations
  • Tutorials & Guides (APA/MLA, Peer-Review, and more)

Plagiarism:
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Ethics:
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology:
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Diversity:
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

Civility:
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

  • Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
  • Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
  • There are to be no offensive comments, language, or gestures